Blueprint 7 Student Book Teachers Guide

 

Teacher’s eacher’sGuide Guide

Blueprint Blue print 7

C1

Advanced

LeahDouglass AliSimpson   .

 

Contents Module G  oals a  nd C  EFR L evel B2+Ihaveabroadactivereadingvocabulary,which

s l e d o9 M1 e o l ot R6 : s 1 e g e a l u p d o M

meansIcanreadwithalargedegreeofindependence, adaptingstyleandspeedofreadingtodifferenttexts andpurposes. B2+Icanovercomegapsinvocabularywithparaphrased

andalternativeexpressions. B2+Icanfollowlecturesandpresentationsinmy

field,eveniftheorganizationandlanguageareboth complex. B2+Icanexpressmyselfclearlyandwithoutmuchsign ofhavingtorestrictwhatIwanttosay.Icanreformulate ideasindifferentwaystoensurepeopleunderstand exactlywhatImean.

Summary

Lessons

Thismodulehelps studentslearn howtotalkabout peopletheylook upto.Theywill learnhowto talkaboutgreat

1

Whodoyou believein?

2

Thefutureis now!

3

Soaringto NewHeights

philanthropists, inventors,and otherrolemodels, aswellashowto writeafanletter writeafan letter..

4

Dinewitha Celebrity

5

I’mabigfan!

Thismodule helpsstudents talkaboutworld cultures.They willlearntotalk aboutendangered languages,world historyandcuisine, andothercultural topics.Theywill alsoexpresstheir opinionsonthese topics.

1

ALanguage atRisk

5

Cultural Conflict

Thismodule helpsstudents talkabouthow technologywill affectourfuture. Theywilllearn howtotalkabout genetherapy, automation,space exploration,smart homes,andother topicsintech.

1

TheCostof Genes

2

NoWorkLeft toDo

3

Space Exploration

4

Products ThatWill Changethe World

Vocabulary* Values Innovation Passion Intrigue CivicAction

B2+Icanwritelettersconveyingdegreesofemotion

andhighlightingthepersonalsignificanceofeventsand experiencesandcommentingonmycorrespondent's newsandviews. B2+Icanunderstandcorrespondencerelatingtomy

e r u t l u C5 &3 o y r t o t 0 i s 2 s H e : g 2 a e p l u d o M

personalandprofessionalinterestswithoccasionaluse ofadictionary.

y g o l o n h c 9 e4 T o t e r 6 u3 t u s F e : g 3 a

B2+Icansummarizeinformationandargumentsfroma

l eP u d o M

withhighlightingofsignificantpoints,andcananswer questionsaboutthecontent.

Icangiveclear,well-developed,detailed iveclear,well-developed,detailed B2+Icang descriptionsonawiderangeofsubjectsrelatedtomy interests,expandingandsupportingmyideas. B2+IcanunderstandindetailTVdocumentaries,

interviews,talkshows,plays,andfilmsinstandard language. B2+Icandevelopanargumentsystematically,

highlightingsignificantpointsandincludingsupporting detailswherenecessary detailswherenecessary..

3

Livingina

4

Bubble FoodCulture

Wordsto Convey Concern CulturalFoods Conflict

ideasaswellastopicalsubjects,correctingmostofmy mistakesintheprocess. varietyofsources,highlightingsignificantpoints. B2+Icanunderstandindetailtextswithinmyfieldof interestorspecialty.Icanunderstandspecializedarticles outsidemyownfieldifIcanoccasionallycheckwitha dictionary. B2+Icanunderstandstandardspokenlanguage,liveor

broadcast,eveninanoisyenvironment. Icangiveaclear,well-structuredpresentation, iveaclear,well-structuredpresentation, B2+Icang

B2+Icanwriteclear,detaileddescriptionsofrealor imaginaryeventsandexperiences.

complextextslikelytobeencounteredinsocial, professional,oracademiclife,thoughImaywanttime torereadthem. C1Icankeepupwithanimateddiscussionsonabstract andcomplextopicswithanumberofspeakersandcan participateeffectivelyevenwhenpeoplestarttalking simultaneously. C1Icanfollowextendeddiscussionsevenwhenitis

notclearlystructuredandwhenrelationshipsareonly impliedandnotsignaleddirectly. C1Icandevelopanargumentsystematicallyinwellstructuredspeech,highlightingsignificantpoints,and concludingappropriately. C1Icanpresentpointsofviewinwriting,developingan argument,highlightingthemostimportantpoints,and supportingmyreasoningwithexamples.

ii

Celebrating American History

History

B2+Icanusearangeoflanguagetoexpressabstract

C1Icanunderstandindetailawiderangeoflengthy,

s e i r 5 e6 t s o yt M0 : 5 4 s e e l g u a dP o M

2

Traditions

Thismodulehelps studentstalk aboutmysterious phenomena. Theywilllearn totalkabout superstitions, animalemotions, ghoststories,and commonfalse beliefs.

5

SmartHomes

1

Superstitions

2

Conspiracy Theories

3

Animal Emotions

4

AGhost Story

5

Whatdoyou know?

Genetics Automation SpaceTravel& Colonization Wordsto Convey Speculation Improvement

Wordsto ConveyBelief/ Disbelief Mysteries Wordsto Convey Empathy Wordsto Convey Fearand Reluctance Wordsto Convey Analysisand Understanding

 

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Lesson 4

FoodCulture

Lesson 4 A Warm Warm-u -up p

Aims

Talkaboutthequestionsasaclass.

-Talkaboutthefoodofdifferentcultures -Describehowfoodisanexpressionofculture

1. Whoistheb Whoisthebestcookiny estcookinyourfamily?Why ourfamily?Whyisheorshe isheorshethebest? thebest? 2. Whatfoodsdoyou Whatfoodsdoyoueatduring eatduringspecialoccasionsorculturalcele specialoccasionsorculturalcelebrations? brations? 3. Whataresometradit Whataresometraditionaldinnersan ionaldinnersandd ddessertsfromyourcul essertsfromyourculture? ture?

Vocabulary

hunger hearty

FoodCulture

B

produce bland

feast wheat

tender dice

pastry fatty

Au Auth then enti ticT cTex extt

Briefnote

1 Readthepersonalessay.

Thephrase fromscratchmeansto makefrombasicingredientsrather thanpre-madeorfrozenfood.

Track07

Nonnina’sMasterfulMeals

MyfamilyimmigratedfromItalytotheUnitedStatesinthemid-1900s.Wewerehappyinournewcountry, butovertime,welostthetraditionsandskillsfromourhomecountry.IknowonlyafewItalianphrasesand mynephewcannotsp mynephew cannotspeakthel eakthelanguagea anguageatall.WewatchAmerican tall.WewatchAmericanfootballnowratherthansoccer, footballnowratherthansoccer,andwe andweeat eat toomuchfastfood!Ilivewith hunger hunger—bothliteral —bothliterallyandfigura lyandfiguratively—forati tively—foratimewhenweate mewhenweatehearty heartyhomehomecookeddinnerswithourentirefamily.

Grammar

Subjunctivemood

Fortunately,mygrandmotherpreservesourheritagewithherincredibletraditionalItalianfood.Cookingis herpassion.Shesearchesforperfecttomatoesandotherfresh produce produceatthelocal atthelocalmarketsandma marketsandmakesentire kesentire mealsfromscratch.Nonninamakessomuchfoodthathermealsseemlike feasts feasts.WheneverI’meatingtakeout .WheneverI’meatingtakeout atwork,Idaydream atwork,I daydreamaboutbei aboutbeingathertablewith ngathertablewithahuge ahugeplateoflasagna. plateoflasagna.

A Warm-up •

•

•

•

•

WhenwecelebrateEaster,Nonninamakesbakedzucchinicasserole,withzucchini,onions,andtomatoesallin acasseroledish.Shemakesh acasseroledish.S hemakesherspecialsauceby erspecialsaucebystewingtomatoesuntil stewingtomatoesuntiltheyare theyaretender tenderandsheusessomany andsheusessomany herbs,suchasor eganoandbasil ,that otherfoodssee m bland blandbycomparison.Wereyoutotasteaspoonful bycomparison.Wereyoutotasteaspoonful ofthissauceoversome wheat wheatpasta,youwouldwanttoeatawholebowlandaskforasecondserving.(You pasta,youwouldwanttoeatawholebowlandaskforasecondserving.(You wouldn’tactuallyhaveachoice—Nonninainsiststhateveryonehaveseconds!)Forweddings,shemakesItalian weddingsoup,aheartydishofgroundbeef,orzopasta,andcarrots,plusgreenveggiesthatshe dices dicesbefore before addingtothebroth.

Writethetitleofthelessonontheboard:“FoodCulture.” Askstudentstoreadthetitle.Thenaskstudentswhattheythink theywilllearnaboutinthelesson. WritetheWarm-upquestionsfromactivityAontheboard. Askindividualstudentstorespondtothequestions.Askfollowupquestionssuchas“Howdoesthefoodofyourculturediffer fromthefoodofothercultures?”and“Whydoyouthinkthat differentculturesusedifferentingredientsintheircooking?” Writeontheboardanynewvocabularyandgoodanswersthat studentscomeupwith.

Herbestdishisherchicken  Francese.Shetender .Shetenderizesthechic izesthechickenbreastsa kenbreastsandtrimsthems ndtrimsthemsothatthesa othatthesaucewon’t ucewon’t be fatty fatty.Sheaddslemonjuiceandwineforflavor.IfIweretotryforadecade,Iwouldn’tbeabletorecreate .Sheaddslemonjuiceandwineforflavor.IfIweretotryforadecade,Iwouldn’tbeabletorecreate Nonnina’schicken Francese. Fordessert,s hemakesadesse rt calledtiram isubywhiski ngeggyolks,sug ar,andmilk together,andthenaddingaperfectamountofespressoandbrandy.Whenwehavecoffee afterdinner,shesetsoutatrayofbiscotti:acrunchy,twice-baked pastry pastrythatshedrizzles thatshedrizzles withchocolate.I’vebeenknowntoeatasmanyasadozenbiscottiinonesitting! Ihopethat,someday,Iwilllearntocooklikeshedoes,sothatIcanpreservemyfamily’s cultureandmakemea culturean dmakemealsthatb lsthatbringeveryo ringeveryonetogether. netogether. Briefnote

Tohavesecondsistoeatanotherserving

Talkaboutthequestionsafter boutthequestionsafteryou youread. read. 2 Talka

ofthedishyouhavebeeneating.

1. Whatdidthe Whatdidthewriter’sfamilyg writer’sfamilygainwhenthey ainwhentheymovedtothe movedtotheUnitedStates? UnitedStates?Whatdidthe Whatdidtheylose? ylose? 2. Whydoyou Whydoyouthinkthewrite thinkthewriterimagineseat rimagineseatingNonnina’s ingNonnina’scookingrath cookingratherthantake erthantakeoutfoodatwo outfoodatwork? rk? 3. Whydoesthewriterva WhydoesthewritervalueNonnina’ lueNonnina’scooking? scooking?

3 Readthepassage Readthepassageagainandlisttheingred againandlisttheingredients ientsthatareusedinea thatareusedineachdish. chdish.

B AuthenticText

1. 1. Tira Tiramisu: misu:

Track07

2. 2. Cass Casserol erole: e:

Thistextisanessaydescribingthewriter’sgrandmother’ Thistextisanessaydescribingthewriter’ sgrandmother’scooking. scooking. Thewriterwishesthathewereabletocookaswellashis grandmother. Part1 Tellstudentstheywillread/hearaboutthecooking ellstudentstheywillread/hearaboutthecookingskillofan skillofan Italiangrandmother. Eitheraskstudentstotaketurnsreadingorplaytheaudiofor studentstolistento. Usethebriefnotestoexplaindifficultpartsofthetextsuchas fromscratch . Ifyouhaven’talreadyplayedtheaudioforstudentstolistento, youcanplayitafterthey’vereadtosolidifycomprehension.

3. 3. Chic Chicken ken Francese: 4. Pastasauce: 5. 5. Bisc Biscotti otti:: 6. Italianweddingsoup:

C

•

•

In InY You our rWo Worl rld d FavoriteandLeastFavoriteFoods Workwitha  partner.Askandanswerthe  questions. 1. Whatisyourfavor Whatisyourfavoritefood,and itefood,andwhydoyouthinkitis whydoyouthinkitissogood? sogood? 2. Whatisafood Whatisafoodmostpeopleli mostpeoplelike,butyoud ke,butyoudonotlike? onotlike?

28

•

Extension

•

Part2 Discussthequestionsinpart2. Leadanopendiscussion.

•

•

LearningaRecipe

Askstudentstoconsiderwhointheirfamilyisthebest cook. Thenaskthemtonametheirfavoritedishthatthisperson

•

•

y e K

Answerswillvary. 1. Thefamilyga Thefamilygainedhappine inedhappiness,butthey ss,buttheylostsomeof lostsomeoftheir their traditions. 2. Thewriter ThewriterimaginesNo imaginesNonnina’scooking nnina’scookingbecauseitis becauseitismore more deliciousthanthetakeoutfood.    ’     

•

•

•

makes. Havestudentslisttheingredientsandcookingdirectionsto cookthedishormealiftheyknowthem.Ifnot,havethem dobriefonlineresearch. Askstudentstowritearecipeforthedish. Havestudentssharetheirrecipeswiththeclass.

 

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D Voca Vocabu bula lary ry boldfromthereadingnexttothec oldfromthereadingnexttothecorrectdefinition orrectdefinitions.Somewil s.Somewillnotbeused. lnotbeused. 1 Writethewordsinb 1.

astrongwishforsomething

2.

fruitsandvegetables

3.

softandeasytocut

4.

asweet,bakeddessert

y e K

5.

nutritiousandfilling(re nutritiousa ndfilling(referringtoa ferringtoamealordish) mealordish)

6.

havinglittletaste

Answerswillvary. 1. thatyoumovethepanofftheburnerbeforeyourfoodcatches fire. 2. thatyoupreparefoodforyourlittlebrother. 3.Iwereachef 3.Iwereachef 4. thatIbecarefulwhenIchopthoseonions 5. thatyouuseapot thatyouuseapotholderwhenyout holderwhenyoutakethelasag akethelasagnaoutofthe naoutofthe oven.

2 Writethewordsfromtheboxunderthecorrectpictures. wheat

dice

feast

fatty

•

1.

2.

3.

4.

•

E G rram amma marr Subjunctivemood

•

subjunctivemood

•

Extension   UsingtheGrammar Askstudentstodescribetheirfavoriterecipes,includingthe grammarinthelesson. Havestudentswriteseveralsentencesexplaininghowto preparetheirfavoriterecipes. Makesurethattheirsentencesusethesubjunctive. Askstudentstosharetheirsentenceswiththeclass.

Thesubjunctiveisusedinunrealconditionalsentencesandsentencesthatindicateawish,need,command,orsuggestion. Mygrandmothersuggested thatIuse thatIusemoretomatoes. moretomatoes. Irequested thatshegive thatshegivemeherrecipe. meherrecipe.

verb:infinitivewithout to keyword:  that

expressingnecessity,oftenafter verbsofrequesting,suggesting, orcommanding

Lastnight,youdanced asifyouwere asifyouwereflying. flying. IfIwereasgoodacookasmygrandma,Iwouldbe IfIwere asgoodacookasmygrandma,Iwouldbe glad.

verb:  were keywords: if,  as if,  unless

unrealconditional,hypothetical, orfigurativesituation

Bethatasit Bethat asitmay,Isimplycan’t may,Isimplycan’tmakeittotheparty. makeittotheparty. WereIstronger,I WereIstronger,Icouldlift couldliftthatboxby thatboxbymyself. myself.

verb:  wereor   be

were orbestartingaconditional sentence

 ChecktheWorkbook

Forfurthergrammarpractice,useActivity2inModule2, Lesson4oftheworkbook.

Completethesentencesusingthesubjunctive Completethesentencesusing thesubjunctive.Thenewsente .Thenewsentencesshouldexpr ncesshouldexpressthesa essthesameideasas meideasas theoriginalsentences. 1. “Movethepa “Movethepanoffthebu nofftheburnerbefore rnerbeforeyourfoodca yourfoodcatchesfire!”I tchesfire!”Istronglysug stronglysuggested. gested. Istronglysuggested

.

F UsetheLanguage

2. Youhavetopreparefoodforyourlittlebrother. Itisnecessary

. •

3. Beingachefwould Beingachefwouldmeanthat meanthatIcookedforallmyfriends. Icookedforallmyfriends. If 4. “Becarefulwhen “Becarefulwhenyouchopthose youchopthoseo onions,”mymotherdemanded. nions,”mymotherdemanded.

,Iwouldcookforallmyfriends.

Mymotherdemanded

eat?” Askstudentstoreadthedirectionlines. Checkforunderstanding. Havestudentsworkinpairs. Encouragestudentstoresearchacountrywithwhichtheyare notfamiliar. Havestudentsdescribethefoodstheychooseinasmuchdetail aspossible. Makesurethattheydescribewhethertheythinkthisfood wouldbedeliciousandprovidereasonsfortheiropinion.

•

.

5. "Useapotho "Useapotholderwhenyou lderwhenyoutakethelasa takethelasagnaoutoft gnaoutoftheoven.Iin heoven.Iinsist!" sist!" Iinsist

Writethetitleoftheactivityontheboard:“Whatshouldwe

•

.

•

F

Us Use eth the eLa Lang ngua uage ge

•

Whatshouldweeat? Withapartne r,chooseoneofth e countriesbel owandresearchth eirfood culture.Chooseonedishtha culture.Choose onedishthatyouthinkwo tyouthinkwouldbedeliciousa uldbedeliciousandshareit ndshareitwith with yourclass.Providereasons yourclass.Pr ovidereasonswhyyouthink whyyouthinkthiswouldbea thiswouldbeadeliciousdish. deliciousdish. Peru

Sweden

Mexico

South K o orrea

Nigeria

•

Greece 29

Part1 Askastudenttoreadthedirectionline. Askifstudentsneedclarification. Havethemcompletepart1ontheirown. Askstudentstosharetheiranswerswiththeclass.

•

Extension   SimilarDishes

•

•

•

•

•

•

•

•

Givefeedback.

y e K

  1. hunger 4. pastry

   

2. produce 5. hearty

   

3. 3.tender tender 6. bland

•

•

Part2 Askastudenttoreadthedirectionlineforpart2. •

HavestudentsworkwiththeirpartnersfromactivityF. Askstudentstoconsidersomeofthedishesthattheycame acrosswhilestudyingthefoodsoftheirchosencultures.

•

Askthemtothinkaboutsimilardishesfromtheirown culture. Thenhavestudentschooseonefoodfromtheircultureand onesimilarfoodfromtheotherculture. Havestudentsdescribethewaysinwhichthesetwofoods aresimilarandwaysinwhichthesetwofoodsaredifferent. Askstudentstosharetheirfindingswiththeclass.

 

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Trust the science! Reading leaves people feeling more relaxed and accomplished. Scribd makes it easy to read more. Learn more    Did you know?

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81% of people surveyed sur veyed wish they could read more. Scribd helps you do that. Learn more    Did you know?

Trust the science! Reading leaves people feeling more relaxed and accomplished. Scribd makes it easy to read more.

 

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Scribd supports reading. We work with major publishers to bring the best of books and audiobooks to you. Learn more   

 

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Readers love Scribd! Our app has over 350,000 5-star reviews. Learn more    Did you know?

Scribd gives you unlimited* audiobooks and ebooks for a lower price than Audible. Learn more    *For more information, visit our FAQ .

Did you know?

81% of people surveyed sur veyed wish they could read more. Scribd helps you do that. Learn more    Did you know?

Trust the science! Reading leaves people feeling more relaxed and accomplished. Scribd makes it easy to read more. Learn more    Did you know?

Scribd is more than just documents. doc uments. Our digital library gives you access to books, audiobooks, and more. Learn more    Did you know?

Over 1 million subscribers trust Scribd to be the library in their pocket. Learn more    Did you know?

With Scribd you can unlock unlimited possibilities with over 1,000,000 audiobooks and ebooks. Learn more    Did you know?

Scribd gives you unlimited* audiobooks and ebooks for a lower price than Audible. Learn more    *For more information, visit our FAQ .

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With Scribd you can unlock unlimited possibilities with over 1,000,000 audiobooks and ebooks. Learn more    Did you know?

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MODULE

RoleModels

1

Warm-up 1.

Writefiveadjectivesthatdescribe Writefiveadj ectivesthatdescribeagoodrole agoodrolemodel. model.

2.

Whatrolemodelsinthe Whatrolem odelsinthefieldofscien fieldofscienceandtechnology ceandtechnologydoyouknow doyouknowof? of?

3.

Whattraitsdoinventorsneedtobesuccessful?

4.

Whatcelebrityrolemodelsdo Whatcelebrityro lemodelsdoyouknow youknowof? of?

 

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Over 1 million subscribers trust Scribd to be the library in their pocket. Learn more    Did you know?

With Scribd you can unlock unlimited possibilities with over 1,000,000 audiobooks and ebooks. Learn more    Did you know?

Scribd gives you unlimited* audiobooks and ebooks for a lower price than Audible. Learn more    *For more information, visit our FAQ .

Did you know?

With Scribd you can unlock unlimited possibilities with over 1,000,000 audiobooks and ebooks. Learn more    Did you know?

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Module   1 RoleModels Module1Goals -Ihaveabroadactivereadingvocabulary,whichmeansIcanread withalargedegreeofindependence,adaptingstyleandspeedof readingtodifferenttextsandpurposes. -Icanovercomegapsinvocabularywithparaphrasedand alternativeexpressions. -Icanfollowlecturesandpresentationsinmyfieldevenifthe organizationandlanguagearebothcomplex. -Icanexpressmyselfclearlyandwithoutmuchsignofhavingto restrictwhatIwanttosay.Icanreformulateideasindifferent waystoensurepeopleunderstandexactlywhatImean. -Icanwritelettersconveyingdegreesofemotionandhighlighting thepersonalsignificanceofeventsandexperiencesand commentingonmycorrespondent’snewsandviews.

Module   1   Preview



Readthewordsandputacheckmark(

Warm-up •

•

•

•

•

Vo Voca cabu bula lary ry



Drawstudents’attentiontothetitleofModule1.Askstudents whattheythinkthismoduleisgoingtobeabout.

)bytheonesyouknow.

Les Lesson son 1

Lesson 2

Lesson 3

Lesson 4

emulate 

vision

persiste nt

shock 

a nchor

idol

humanity

push

(in)surprise

cha nnel

compe te nt

sustaina bility

driven

tactic

schola rship

aid

colony

cove ra ge

spy

stepdown

admire

invest

pe rse ve rance

incidenta lly

voice

inspire

endea vor

gifte d

luxurious

critical

aspire 

emission

disciplined

plot

m a rc h

reassure 

recover

qua lification

prank 

standupfor

G rram amma marr Answerthequestions. 1. Whattenseis Whattenseisthesentencewritten thesentencewritteniin? n? Iloveplayingbaseballafterschoolwith Iloveplayingbaseballa fterschoolwithmyfriends. myfriends. a .. p prr es es en en tt ssii mp mp lle e b .. p prr es es en en tt cco on ntt iin nu uo ou uss

Writestudents’responses Writestudents’res ponsesontheboardandaskthemto ontheboardandaskthemtoelabor elaborate. ate. AskstudentstoreadtheWarm-upactivity.Thengivethemtime tocompletetheactivityontheirown. Askstudentstosharetheiranswers.Writenewwordsandgood responsesontheboard.Givefeedback. Askstudentstoexplainsomeoftheiranswers.

c. c.p pre rese sent ntp per erfe fect ct

d. d.p pre rese sent ntp per erfe fect ctc con onti tinu nuou ouss

2. Circlethecorre Circlethecorrectwordtofill ctwordtofillintheblank. intheblank. Ihave(admire/admired)JackJohnsonf Ihave(admire/admired)JackJohn sonforhisbeautiful orhisbeautifulsongwritingeversinceI songwritingeversinceI firstsawhimliveinconcert. 3. Writeinyourownanswe Writeinyourownanswerto rtocompletethesente completethesentence. nce. Ifyouworkhardinschool,then

Extension •

•

•

•

•

•

WehavelovedtowatchAngelinaJolie’smovies towatchAngelinaJolie’smoviessincewewereinhighschool. sincewewereinhighschool.

Peopleneedrolemodelstoshowproperbehaviorand exemplifywhatagoodlifelookslike. Askstudentstoconsiderthepeopleintheirlifewhomthey lookuptoasrolemodels. Havethemalsoconsiderfamouspeopletheythinkothers maylookupto. Havestudentsworkinsmallgroupsofthreeorfour. Askthemtocreatealistofpeopletheyandothersmight considertobegoodrolemodels.



•

•

•

Grammar •

Writeaboutyourfavoriterolemodel.

•

•

Teacher’sNote

y e K

Module1Grammar

Thefollowinggrammarwillbecoveredinthemodule.Be preparedtocoverthesegrammaticalconstructionsinthe GrammarPreviewactivity. Lesson2Presentsimple,presentcontinuous,andpresent perfecttenses

1. b 2. admired 3. Answerswillvary.youwillhaveasuccessfulcareer. 4.haveloved

Write •

•

•

Askstudentstolookoverthegrammaractivity. Askstudentstocompletethegrammaractivityontheirownor withapartner. Goovertheactivityasaclass.Askstudentstogivetheiranswers andgivefeedback.

Write

. o e d i v w e i v e r p 1 a e h c l u t d a o w o M t e d o c R Q e h t n a c S

Invitegroupstosharetheirthoughtswiththeclass.

Readthevocabularylistsaloudslowlywithafocuson pronunciation.Askstudentstolistenandrepeat. Askstudentstogothroughthevocabularyandputacheck marknexttowordstheyalreadyknow. Askstudentswhichwordstheydidnotknow.Givefeedback. Bepreparedtoanswerstudents’questionsortoputthewords incontextwithexamplesentences.

.

4. Underlinethever Underlinetheverbinthepresent binthepresentperfecttense. perfecttense.

WhoCanbeaRoleModel?

Vocabulary •

Lesson 5

•

Askastudenttoreadthedirections. Askstudentsiftheyhaveanyquestionsorneedanyclarification beforetheystart. Givestudentsasampleresponse. Askstudentstocomp Askstude ntstocompletetheact letetheactii vityandthensharewi vityandthensharewithapartner thapartner.. Teacher’sNote

SampleResponse

Iwasonceaverylazyperson.Igotajobasapainterina shop.I’dspendmydaysleisurelypaintingironrailingsand stairways.Itwasaprettyeasyjob.Then,oneweek,oneofmy coworkerswasill.Ihadtoworkwiththeinstallationgroup. ThesepeopleworkedveryhardtoinstallthepiecesIpainted. Itwasaroughweek,butIwasespeciallyinspiredbyoneof themenonthatteam.JesseStevensmadeaveryimportant impressiononme.Heshowedmethetrueimportanceofhard work.Eversincethatweek,I’veworkedhardatanythingItry.

 

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Module   1  Overview:

Lesson 1

Whodoyoubelievein?

RoleModels

A Warm Warm-up -up Talkaboutthequestions Talka boutthequestionsasaclass. asaclass. 1. Doyouhavearolemodel?Whoisit? 2. Whatqualitiesdo Whatqualitiesdoyoulookfor youlookforinarolemodel? inarolemodel? 3. Doyouknowanyone Doyouknowanyonewhosees whoseesyouasarolemodel? youasarolemodel?

Lesson1:Whodoyoubelievein? Aims: -Talkaboutrolemodels -Describewhatmakesagoodrolemodel

Vocabulary:

B

Briefnote

Authen Authentic ticText Text e.Thenanswerthequestions. questions. 1 Readthemagazinearticle.Thenanswerthe

Values

Lesson2: Thefutureisnow!

Aims:

-Talkabouthowindividualthinkerscanchange thefuture -Considerhowpeoplewillinfluencefuture technologicaladvancement

Vocabulary:

Innovation

Grammar:

Presentsimple,presentcontinuous,andpresent perfecttenses

Paragraph1 Theworldcanbedifficulttonavigatealone,andmany ofusseekguidancefrompeopleweadmire.Welearn fromandoftencopythese peop fromandoftencopythese people,soit le,soit iswiseto chooserolemodelswhoputouridealsintopractice. Theycan teachus,and reassureuswhen ourselfesteemislow. Paragraph2 Weoftenchoosepublicfiguresas Weoftenchoose publicfiguresasrolemodels.Every rolemodels.Every year,YouGovconductsapolltodiscovertheworld’s mostwidelyadmiredwomenandmen.Thesewomen andmencomefrommanywalksoflife.Accordingto the2016p poll,themostadmire oll,themostadmiredwomanintheworld dwomanintheworldis is AngelinaJolie. e. Shehasusedher considerablefame considerablefame asanactressandcelebritytoaidthepoor.Peoplealso admirepoliticalfiguressuchasXiJinp admirepolitica lfiguressuchasXiJinpingandBarack ingandBarack Obama,andreligiousfiguressuchasthepopeandthe DalaiLama.It’samazinghowmuchweidolizethese publicfigureseventho publicfigur eseventhoughmostofu ughmostofuswillneverge swillnevergetto tto meetthesefamousidolsin meetthesefa mousidolsinperson! person!

Lesson3: SoaringtoNewHeights

Aims:

-Talkabouttheimportanceofpassionin achievement -Describewhatisneededtoachievegreatthings

Vocabulary: Grammar:

Passion Presentperfecttenseforpasteventsrelativeto thepresent

Track02

Apollisasurveyofpeople’sopinions. pollisasurveyofpeople’sopinions. Manyorganizationstakepollstosee whatpeoplethinkaboutatopicorhow theyareplanningtovoteinanelection.

Paragraph3 Celebrityrolemodelsmaybecommon,butthemost importantrolemodelsarethosewhoareclosesttous andwhoimpactourpersonaldevelopment.Weoften lookuptofriends,family,andcoworkersthatweaspire toemulate.Acompetentlead toemulate.Aco mpetentleaderinthework erintheworkplacemay placemay inspireus inspireus to grea greatersuccess tersuccess. . A supportiv supportive e familly y membermayshowusthevalueoflovingourselves.A goodfriendmaydisplaycourage,emboldeningusto takerisksandstepbrav takerisksan dstepbravelyintothe elyintotheunknown. unknown. Paragraph4 It’s s  import important ant toremember toremember that that weare also also role models.Peoplejudgeouractionsandareinfluenced byourdecisions.Childrenemulatetheadultsintheir  lives.Ourfriendslooktous—theirpeers—forapproval anddisapproval.Beingarolemodelgiveseveryonea senseofresponsibilitybecauseweknowthatothers arelikelytocopyourbehavior.Inthe arelikelytocopyou rbehavior.Intheend,weshould end,weshould worktowardbecomingourownbestrolemodel,and assuch,ouractionssho assuch,our actionsshouldfollowthi uldfollowthispopularquote: spopularquote: “Bethechangeyouwantto “Bethechan geyouwanttoseeinthe seeintheworld!” world!”

Briefnote

Walksoflifereferstopeople’sdiffering Walksoflifereferstopeople’sdiffering professionalandsocialpositions.

2 Discussthe Discussthequestions. questions.

Lesson4: DinewithaCelebrity

1. Whoareyourrolemod Whoareyourrolemodels?What els?Whatadjectivesdescribethem? adjectivesdescribethem? 2. Doyouthink Doyouthinkthateveryo thateveryoneneedsatl neneedsatleastonerole eastonerolemodel?Whyor model?Whyorwhynot? whynot?

-Talkaboutwhatitmightbeliketohaveameal withafamousperson -Describeanimaginaryeveninginthecompany ofacelebrity

Aims:

Vocabulary:

Intrigue

Grammar:

Conditionalsentences

3. Whatqualitiesdo Whatqualitiesdoyouhavethat youhavethatyouthinkothersadmire? youthinkothersadmire? 4. Shouldsuccessfulpeop Shouldsuccessfulpeoplesuchaspo lesuchaspoliticiansand liticiansandcelebritiesb celebritiesbeheldtoah eheldtoahigherstanda igherstandardthanever rdthaneveryoneelse? yoneelse? Whyorwhynot? 5. Whatisyourrespo Whatisyourresponsibilityasa nsibilityasarolemodelforothers? rolemodelforothers?

3 Choosethebesttitleforeachparagraph. AdmirableIdols LocalInspiration WeareNotAlone FollowYourOwnIdeals

Lesson5: I’mabigfan!

Aims:

-Talkaboutfanletters -Talkaboutfanlettersandwhatfanswriteto andwhatfanswriteto celebrities -Writeafanletter

Vocabulary:

CivicAction

8

Teacher’sNote

WritingGuide: WriteaFanLetter

Lesson 1

Canyoubearolemodeltoo?

Studentsmightbesurprisedtohearthattheycanberole modelsforothers.Manyofthemmightnothavehadthe opportunitytoexperiencethisyet.Ofcourse,studentswith youngersiblingsmayunderstandbeingarolemodelverywell. Besurethatallstudentsunderstandthattheycanfilltherole ofarolemodelthemselves.

Whodoyoubelievein?

Aims

B AuthenticText

-Talkaboutrolemodels -Describewhatmakesagoodrolemodel Vocabulary

aid inspire

reassure admire

emulate putintopractice

idol aspire

competent self-esteem

Track02

Thistextisamagazinearticle.Itexplainshowrolemodelsare selectedandtheimportantthingstorememberwhenselectinga rolemodel. Part1 Tellstudentsthattheywillread/hearaboutrolemodelsand whatitmeanstobearolemodel. Eitheraskstudentstotaketurnsreadingorplaytheaudiofor •

A Warm-up •

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Writethetitleofthelessonontheboard:“Whodoyoubelieve in?” Askstudentstoreadthetitle.Thenaskstudentswhattheythink theywilllearnaboutinthelesson. WritetheWarm-upquestionsfromactivityAontheboard. Askindividualstudentstorespondtothequestions.Askfollowupquestionssuchas“Whattypeofpersonwouldmakethe bestrolemodel?”and“Howdoyoubehavetopresentyourself

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studentstolistento. Usethebriefnotestoexplaindifficultpartsofthetext,suchas walksof  life. Ifyouhaven’talreadyplayedtheaudioforstudentstolistento, youcanplayitafterthey’vereadtosolidifycomprehension.

Part2 Askstudents Askst udentstorea toreadeach deach uestion. uestion. •

 

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C Vocabulary

Choosethefivestatementsbelowthat atementsbelowthatar aretrueaccordin etrueaccordingtotheinformat gtotheinformationinthereading. 4 Choosethefivest 1.

It’swisetochooserole It’swiseto chooserolemodelswhopra modelswhopracticesports. cticesports.

2.

Themostadmiredwomaninthe Themostadmire dwomanintheworldisaceleb worldisacelebrity. rity.

3.

Rolemodelscanhelpusfee Rolemodelsca nhelpusfeelbetterabo lbetteraboutourselves. utourselves.

4.

Publicfiguresmakethebes Publicfigure smakethebestrolemodels. trolemodels.

5.

Peopleadmirecelebrities,p Peopleadmire celebrities,politicalfigur oliticalfigures,andreligi es,andreligiousleaders. ousleaders.

6.

Thepeopleclosesttousa Thepeoplec losesttousarenoteasyt renoteasytoemulate. oemulate.

7.

Asrolemodels,weinfluenceth Asrolemodels,we influencethewayothersb ewayothersbehave. ehave.

8.

Childrenoftenimitateadults.

Part1 Askstudentstolookoverthevocabularywords. Sayeachwordslowlywithafocusonpronunciation. •

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Askstudentstocompletetheactivityaloneorwithapartner. Askstudentstosharetheiranswerswiththeclass. Givefeedback.

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y e K

C Voca Vocabu bula lary ry

  1.idol 1.idol 3.reassure 3.reassure

   

2.emulate 2.emulate 4.aid 4.aid

1 Writethewordsfromtheboxunderthecorrectpictures. aid

reassure

emulate

Part2 Askastudenttoreadthedirectionline. Askifstudentsneedclarification.Thenhavethemcompletethe activity. Askstudentstosharetheiranswerswiththeclass. Givefeedback.

idol

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1.

2.

3.

4.

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y e K

Writetheletterofth thecorrectdefinit ecorrectdefinitionforeachwor ionforeachwordorphrase. 2 Writetheletterof 1. competent

a. capable

2. inspire

b. tto oapplyatheoryorideaintherealworld

3. admire

c. tto omakesomeonewanttodosomething

4. putintopractice

d. tto otrytobelikesomeoneelse

5. aspire

e. tto orespectorapproveofsomeoneorsomething

6. self-esteem

f. a a senseofpersonalvalue

D UsetheLanguage •

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D

1.a 1.a   2.c 2.c   3.e 3.e   4.b 4.b   5.d 5.d   6.f 6.f

Use Uset the heLan Langua guage ge BeMyRoleModel!

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Discusswhatitmeanstobe Discusswhat itmeanstobea arolemodelwitha rolemodelwithap partner. artner. 1. Talkabout Talkabouttwoorthreeimp twoorthreeimportantrolemo ortantrolemodelseachof delseachofyouhashad youhashad..

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2. Talkaboutspecificarea Talkaboutspecificareasoflifeinwhi soflifeinwhicheachofyo cheachofyoucouldbea ucouldbearole role modelforothers.

Havestudentsworkwithapartner. Askstudentstoreadthequestions. Allowpartnerstodiscusstheirresponsestoeachofthe questions. Encouragepartnerstoexploreeachother’sthoughtsbyasking follow-upquestionsoftheirown. Goaroundtheclassandcheckhowstudentsaredoing.Give helpifneeded.

3. Askyourpartnerthreetofive Askyourpartnerthreetofivequestionsabouthisorherideas questionsabouthisorherideasa and nd goals.Basedontheans goals.Base dontheanswers,explaina wers,explainatleasttwoways tleasttwowaysinwhichyour inwhichyour partnercouldbeagood partnercou ldbeagoodrolemodelfo rolemodelforyou. ryou.

Extension   MyRoleModel •

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y e K

Answersmayvary. 1. Myparentsar Myparentsaremyrolemodels.Thea emyrolemodels.Theadjectivesthatd djectivesthatdescribe escribe themare dedicated,hard-working,and loving. 2. Ithinkthatpeop Ithinkthatpeoplewhohaveatlea lewhohaveatleastonerolemode stonerolemodelhavea lhavea distinctadvantageoverpeoplewhodonothavearolemodel. Itisveryimportanttose Itisveryimpor tanttoseeaproper eaproperexampleof exampleofimportant important behaviors. 3. I’maverykindperson I’maverykindperson.Ithinkpeopleadmir .Ithinkpeopleadmiremykindness. emykindness. 4. Idon’tthinkthat Idon’tthinkthatpoliticiansandceleb politiciansandcelebritiesshouldbeh ritiesshouldbeheldtoa eldtoa higherstandard.Justbe higherstand ard.Justbecauseyou’re causeyou’reinthepublic inthepubliceyedoesn’t eyedoesn’t automaticallymakeyouarolemodel. 5. Ithinkthe Ithinkthemostimportan mostimportantthingIcan tthingIcandowhilebe dowhilebeingarole ingarole modelforothersistobehonest.Imakemistakes,andother peopleneedtoknowthatI’mfallible.

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Extension   ResearchOrganizations Askstudentstoworkinpairs. Tellstudentstodoonlineresearchonorganizationsthat workwithchildrenandoffermentoringandcoaching. Askthemtopickoneandpresentabouttheorganization. Havethemidentifywhattheorganizationdoesforchildren. Havestudentssharetheirresearchwiththeclass. Askstudentshowhelpfultheythinktheseorganizationsare. Givefeedback.

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Part3 Askstudentstoconsiderthepurposeofthisarticle. Tellstudentstocompletetheactivitybythemselvesfirst. Askstudentstochoosethebesttitleforeachparagraph. Givefeedback. •

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y e K

2,3,1,4

Part4 Haveastudentreadthedirectionline. Thenhavestudentsreadthesentencesoneatatime. Allowstudentstocompletetheactivityontheirown. •

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Askstudentstopreparepresentationsabouttheirownrole models. Askthemtoincorporatethevocabularywordsintotheir speeches. Tellstudentstodescribewhattheirrole ellstudentstodescribewhattheirrolemodelsdotoinspire modelsdotoinspire orteachthem. Askstudentstopresenttheirrolemodelstotheclass.

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